Institute of International Education Department of Education Education for Rural Transformation (ERT) Selected Good Practices Indian Village Case Studies Sejal Dave June 2012 Additional copies of this book including a PDF version are available at the Institute of International Education, Department of Education, Stockholm University, Stockholm, Sweden Cover Artwork: Property of the Author Printed in Sweden by Universitetsservice US AB Stockholm, 2012 © Institute of International Education Department of Education Stockholm University Sweden ISBN: 978-91-980268-2-5 ii Foreward he Yellow Report Series is an integral part of the Institute of International Education (IIE) strategy to promote and to disseminate academic writings of national and international Tnature since the 1970s. This series allows first and foremost academic and research staff as well as visiting researchers to publish valuable research material acquired in the course of research and projects at IIE. This series as all other IIE series, namely: (1) IIE Studies in International and Comparative Education; (2) IIE Master‟s Degree Studies; (3) IIE Work-In Progress Reports serve to keep updated the institution‟s extensive programmes, projects and activities for research, education, training, scholarship, and networking in the field of International and Comparative Education which are always inclusive and connect the Northern with the Southern, the Eastern and the Western hemispheres. The present Special Edition report, “Education for Rural Transformation (ERT), Selected Good Practices- Indian Village Case Studies” is the 122nd of such report and specifically outlines “good iii practices” for Rural Transformation at the relevant village level, within the context of India. Thus, fulfilling one of the key research objectives put forth by the IIE committee for Education for Rural Transformation (ERT) in the long term research project supported and commissioned by the Swedish Research Council with additional funding from the Forum for Asian Studies at Stockholm University. This in collaboration with the on-going series of International Symposiums co-organized and hosted by the institute, makes great strides in both the collection and analysis of the context and current rural situation as well as puts forth exemplars and a platform from which future good practices are able to spring forth. I would like to express my deep appreciation for both institution‟s financial contributions. Most of all, I would like to thank visiting researcher Dr. Sejal Dave of India, for her contribution to the series. Vinayagum Chinapah Professor and Head of IIE iv Rotla (Indian bread) making competition During Bal-Mela. v Table of Contents Foreward………………………………….……………………………………...……………..…...iii Table of Contents………….………….……………………….…………………………………v List of Abbreviations…………………………….…………………………………………….vii List of Tables and Figures……………………...……………….…………………………...ix Introduction…………………………………………….………….....……………………….….1 Elementary Education System in India…………..…………..……………………3 Profile of Gujarat………………………………………………………………………………..4 Management of Elementary Education in Gujarat……………..….………….…7 Educational Statistics in Gujarat………………….……………..…………….…........…8 Problems and Issues of Elementary Education in India…….............8 Research Context……………………………………………………………………………..11 Rationale of the Study…………………………………………………….………..13 Programmes and Policies of Elementary Education……………………..17 Mid-Day Meal Programme………………………………………………….……18 Tarang Ullahasmay Abhiyas (Activity Based Learning)…...…….….22 School Entrance Celebration (Shala Pravesh Utsav)…………… .….25 Girls Education Rathyatra (Kanya Kelavni Rathyatra)………….…….29 Vidhyalaxmi Bond Scheme……………………………………………..… ........31 Bal-Mela……………………………………………………………………………….…..32 Sarva Shiksha Abhiyan…………………………………………………………………....37 The Education Guarantee Scheme and Alternative and Innovative Education…………………………………..…..39 Bal-Mitra Varg…………………………………….…………………………….…...…41 Bridge Course Centres……………………….…….……………………..………..42 National Programme for Education of Girls…..…….…......……….…..43 Model Cluster Schools (MCS)………………………….…………………..…...43 Community Mobilization…………………………..………….…………....…....44 Meena Manch…………………………...……………………….…………….……....46 Sakhi………………………………………………………………………………………...49 vi Kshitij (Horizon)…………………………………….……………………..…………..50 Ramta Ramta Bhaniye………………………………………….………..…...........51 Free scholarships…………………………………………………..………………....52 Free Textbooks…………………………………….………………….…………….….54 Major Findings of the Study……………………………………………....……….….55 Discussions of the Major Findings……………………………………...………....60 Suggestions to Overcome the Problems……………………………..………..62 Conclusion……………………………………………………………………………………......67 Bibliography…………………………………………………………………………….……...68 Index of Reports from the Institute of International Education, Department of Education, Stockholm University…………………..................72 vii List of Abbreviations AIE- Alternative and Innovative Education BRC- Block Resource Centre BRCc- Block Resource Coordinators CRC- Cluster Resource Centre CRCc- Cluster Resource Coordinators CABE- Central Advisory Board of Education CTE- Colleges of Teacher Education and Training DIET-District Institute of Education and Training DPEP- District Primary Education Programme DISE- District Information System of Education EBB- Educational Backward Blocks EFA- Education For All EGS- Educational Guarantee Scheme EU- European Union IDA- International Development Agency KGBV-Kasturba Gandhi Balika Vidhyalaya LGP-Learning Guarantee Programme LJ- Lok Jumbesh MDM- Mid-Day Meal MHRD- Ministry of Human Resource Development MLL- Minimum Level of Learning MTA- Mother Teacher Association NFE- Non Formal Education NPE- National Policy on Education NPEGEL- National Programme of Education of Girls at Elementary Level NEEN- National Elementary Education Mission OBB- Operation Blackboard OBC- Other Backward Class PC- Parent Council viii POA- Programme of Action PTA- Parent Teacher Association RIE- Regional Institute of Education SCERT- State Council of Educational Research and Training SIDA- Swedish International Development Agency SKP- Shiksha Karmi Project SOPT- Special Orientation Programme for Teachers SSA- Sarva Shiksha Abhiyan RIE- Regional Institute of Education UEE- Universalisation of Elementary Education UNICEF- United Nations International Children‟s Emergency Fund VEC- Village Education Committee VCWC- Village Council of Ward Committee ix List of Tables and Figures Tables Page Table 1: Literacy Rate of India…………………………………………………………..….3 Table 2: Literacy Rate of Gujarat…………………………………..……………………...8 Table 3: Educational Statistics of Bhavnagar……………………………………..12 Table 4: Taluka Wise Literacy Rate in Bhavnagar……………………………....14 Table 5: Demographic Profile of Talaja Taluka…………………………………..14 Table 6: Food Menu for Bhavnagar District…………………………………….…19 Table 7: Mid-Day Meal Beneficiaries Students of Gujarat………………….19 Table 8: Enrolment: School Entrance Celebration in Gujarat……………..27 Table 9: Public Donation through School Entrance Celebration in Gujarat …………………………………...…………………………………………….……28 Table 10: Enrolment of the students during Girls Education Rathyatra……………………………………………………………..………….…….…...31 Table 11: Beneficiary Girls of Vidhyalaxmi Bond………………………………..32 Table 12: Students of Balmitra Varg in Selected Sample Schools……………………………………………………………………………..……..…41 Table 13: Students of Bridge Course Centres in Selected Sample Schools…………………………….………………………………………………...……....42 Figures Page Figure 1: Map of India..….………………………………………………………….…...…….5 Figure 2: Map of Gujarat……………………………………………………………………...6 Figure 3: Hierarchy of Elementary Education……………………………………....7 Figure 4: Map of Bhavnagar………………………………………………………………12 x Introduction Introduction ducation shapes the destiny of any nation. The quality of any country ultimately determines the sustainable well-being of its E people. In the words of A.P.J. Abdual Kalam, the former president of India, “Education makes an important contribution to the society based on social justice.” Education has been realized as an important change agent for nation development and is considered a fundamental right for all Indian citizens. Providing educational opportunities to all citizens has become the prime responsibility of the Government and therefore, free and compulsory Primary education is offered to all children as a constitutional commitment. Secondary education is also seen as essential input for development and therefore adequate focus is given to improve the quality of education in India. The National Knowledge Commission categorically stressed the need of establishing educational institutions and enhancing the access of quality education at all levels. The Millennium Development Goals (MDG) and Education for All (EFA) movement in the world have accelerated the efforts of Governments, especially in developing countries for Universalization of Elementary Education (UEE). India, in this direction has been striving hard with various development policies and innovative practices. However, there are certain critical issues pertaining to the mission of UEE that still exist in India. These issues are primarily related to access to education, quality, equality and equity. Moreover, a large regional diversity in the above aspects can also be seen. In Article 45 of the Indian constitution as the Directive Principle of State Policy mentioned, “[t]he state shall endeavour to provide universal, free and compulsory education to all children up to the age of 14 years by 1960.” Universal